The aesthetic principles of National Curricular Guidelines's For Childhood Education: dialogues with clay grammar
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Olhar de Professor (Online) |
Texto Completo: | https://revistas.uepg.br/index.php/olhardeprofessor/article/view/17620 |
Resumo: | This paper aims to establish a dialogue between the aesthetic principles of the National Curriculum Guidelines to Early Childhood Education (DCNEI) and the narratives present in the pedagogical documentation of working with clay in early childhood school SESC - Sesquinho from Santo Ângelo/RS. For this, the paper adopts a qualitative approach by bibliographic, documentary research and with inspiration in ethnographic studies. This dialogue is supported by DCNEI's documents and National Common Curricular Base, as well authors as Staccioli (2013); Loss, Souza, Vargas (2019); Hoyuelos (2020); Rinaldi (2012); Vázquez (1999); Hermann (2002); This theoretical framework was chosen to discuss how sensitivity, creativity, freedom of expression, among other aspects, are present in the narratives that build the grammar of clay within the daily life of a school that welcomes children in its entirety and considers pedagogical documentation a fundamental approach to thinking about his pedagogy. |
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The aesthetic principles of National Curricular Guidelines's For Childhood Education: dialogues with clay grammarLos principios estéticos de las Directrices Curriculares Nacionales Para La Educación Infantil: diálogos con la gramática de la arcillaOs princípios estéticos das Diretrizes Curriculares Nacionais para a Educação Infantil: diálogos com a gramática da argilaEducação Infantil. Princípios Estéticos. Gramática da argila.Childhood Education; Aesthetics Principles; Clay Grammar.Educación Infantil. Principios Estéticos. Gramática de la arcilla.This paper aims to establish a dialogue between the aesthetic principles of the National Curriculum Guidelines to Early Childhood Education (DCNEI) and the narratives present in the pedagogical documentation of working with clay in early childhood school SESC - Sesquinho from Santo Ângelo/RS. For this, the paper adopts a qualitative approach by bibliographic, documentary research and with inspiration in ethnographic studies. This dialogue is supported by DCNEI's documents and National Common Curricular Base, as well authors as Staccioli (2013); Loss, Souza, Vargas (2019); Hoyuelos (2020); Rinaldi (2012); Vázquez (1999); Hermann (2002); This theoretical framework was chosen to discuss how sensitivity, creativity, freedom of expression, among other aspects, are present in the narratives that build the grammar of clay within the daily life of a school that welcomes children in its entirety and considers pedagogical documentation a fundamental approach to thinking about his pedagogy.Establecer un diálogo entre los principios de las Directrices Curriculares Nacionales para la Educación Infantil (DCNEI) y las narrativas presentes en las documentaciones pedagógicas del trabajo con la arcilla de la escuela de Educación Infantil de SESC - Sesquinho de Santo Ângelo/RS, es el objetivo de este texto. Para ello, el trabajo adopta un enfoque cualitativo, con uso de investigación bibliográfica, documental y con inspiración en los estudios etnográficos. Para fundamentar ese diálogo, además de los documentos de las DCNEI y de la Base Nacional Común Curricular, autores como Staccioli (2013); Loss, Souza, Vargas (2019); Hoyuelos (2020); Rinaldi (2012); Vázquez (1999); Hermann (2002); entre otros, fueron utilizados para discutir como la sensibilidad, la creatividad, la libertad de expresión, y otros aspectos, se manifiestan en las narrativas que construyen la gramática de la arcilla dentro del cotidiano de una escuela que acoge a los niños por entero y que considera la documentación pedagógica un enfoque fundamental para pensar sobre su Pedagogía.Estabelecer um diálogo entre os princípios estéticos das Diretrizes Curriculares Nacionais para a Educação Infantil (DCNEI) e as narrativas presentes nas documentações pedagógicas do trabalho com argila da escola de Educação Infantil do SESC – Sesquinho de Santo Ângelo/RS, é o objetivo deste texto. Para isso, o trabalho adota uma abordagem qualitativa, com uso de pesquisa bibliográfica, documental e com inspirações nos estudos etnográficos. Para fundamentar esse diálogo, além dos documentos das DCNEI e da Base Nacional Comum Curricular, autores como: Staccioli (2013); Loss, Souza e Vargas (2019); Hoyuelos (2020); Rinaldi (2012); Vázquez (1999); Hermann (2002); entre outros, foram usados para discutir como a sensibilidade, a criatividade, a liberdade de expressão, e outros aspectos, fazem-se presentes nas narrativas que constroem a gramática da argila dentro do cotidiano de uma escola, que acolhe as crianças na sua inteireza e que considera a documentação pedagógica uma abordagem fundamental para pensar sobre a sua Pedagogia.Editora UEPG2021-07-02info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionPDF TextTexto PDFTexto PDFapplication/pdftext/xmlapplication/ziphttps://revistas.uepg.br/index.php/olhardeprofessor/article/view/1762010.5212/OlharProfr.v.24.17620.070Olhar de Professor; Bd. 24 (2021): Publicação Contínua; 1-23Olhar de Professor; Vol. 24 (2021): Continuous Publishing; 1-23Olhar de Professor; Vol. 24 (2021): Publicación Continua; 1-23Olhar de Professor; Vol. 24 (2021): Publicação Contínua; 1-23Olhar de Professor; v. 24 (2021): Publicação Contínua; 1-231984-01871518-5648reponame:Olhar de Professor (Online)instname:Universidade Estadual de Ponta Grossa (UEPG)instacron:UEPGporhttps://revistas.uepg.br/index.php/olhardeprofessor/article/view/17620/209209214450https://revistas.uepg.br/index.php/olhardeprofessor/article/view/17620/209209215627https://revistas.uepg.br/index.php/olhardeprofessor/article/view/17620/209209215628Copyright (c) 2021 Flávia Burdzinski de Souza, Queila Almeida Vasconcelos, Roberta Schmithinfo:eu-repo/semantics/openAccessSouza, Flávia Burdzinski de Vasconcelos, Queila AlmeidaSchmith, Roberta 2022-03-10T18:41:26Zoai:uepg.br:article/17620Revistahttps://revistas2.uepg.br/index.php/olhardeprofessor/indexPUBhttps://revistas2.uepg.br/index.php/olhardeprofessor/oaiolhardeprofessor@uepg.br||1984-01871518-5648opendoar:2022-03-10T18:41:26Olhar de Professor (Online) - Universidade Estadual de Ponta Grossa (UEPG)false |
dc.title.none.fl_str_mv |
The aesthetic principles of National Curricular Guidelines's For Childhood Education: dialogues with clay grammar Los principios estéticos de las Directrices Curriculares Nacionales Para La Educación Infantil: diálogos con la gramática de la arcilla Os princípios estéticos das Diretrizes Curriculares Nacionais para a Educação Infantil: diálogos com a gramática da argila |
title |
The aesthetic principles of National Curricular Guidelines's For Childhood Education: dialogues with clay grammar |
spellingShingle |
The aesthetic principles of National Curricular Guidelines's For Childhood Education: dialogues with clay grammar Souza, Flávia Burdzinski de Educação Infantil. Princípios Estéticos. Gramática da argila. Childhood Education; Aesthetics Principles; Clay Grammar. Educación Infantil. Principios Estéticos. Gramática de la arcilla. |
title_short |
The aesthetic principles of National Curricular Guidelines's For Childhood Education: dialogues with clay grammar |
title_full |
The aesthetic principles of National Curricular Guidelines's For Childhood Education: dialogues with clay grammar |
title_fullStr |
The aesthetic principles of National Curricular Guidelines's For Childhood Education: dialogues with clay grammar |
title_full_unstemmed |
The aesthetic principles of National Curricular Guidelines's For Childhood Education: dialogues with clay grammar |
title_sort |
The aesthetic principles of National Curricular Guidelines's For Childhood Education: dialogues with clay grammar |
author |
Souza, Flávia Burdzinski de |
author_facet |
Souza, Flávia Burdzinski de Vasconcelos, Queila Almeida Schmith, Roberta |
author_role |
author |
author2 |
Vasconcelos, Queila Almeida Schmith, Roberta |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Souza, Flávia Burdzinski de Vasconcelos, Queila Almeida Schmith, Roberta |
dc.subject.por.fl_str_mv |
Educação Infantil. Princípios Estéticos. Gramática da argila. Childhood Education; Aesthetics Principles; Clay Grammar. Educación Infantil. Principios Estéticos. Gramática de la arcilla. |
topic |
Educação Infantil. Princípios Estéticos. Gramática da argila. Childhood Education; Aesthetics Principles; Clay Grammar. Educación Infantil. Principios Estéticos. Gramática de la arcilla. |
description |
This paper aims to establish a dialogue between the aesthetic principles of the National Curriculum Guidelines to Early Childhood Education (DCNEI) and the narratives present in the pedagogical documentation of working with clay in early childhood school SESC - Sesquinho from Santo Ângelo/RS. For this, the paper adopts a qualitative approach by bibliographic, documentary research and with inspiration in ethnographic studies. This dialogue is supported by DCNEI's documents and National Common Curricular Base, as well authors as Staccioli (2013); Loss, Souza, Vargas (2019); Hoyuelos (2020); Rinaldi (2012); Vázquez (1999); Hermann (2002); This theoretical framework was chosen to discuss how sensitivity, creativity, freedom of expression, among other aspects, are present in the narratives that build the grammar of clay within the daily life of a school that welcomes children in its entirety and considers pedagogical documentation a fundamental approach to thinking about his pedagogy. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-07-02 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion PDF Text Texto PDF Texto PDF |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://revistas.uepg.br/index.php/olhardeprofessor/article/view/17620 10.5212/OlharProfr.v.24.17620.070 |
url |
https://revistas.uepg.br/index.php/olhardeprofessor/article/view/17620 |
identifier_str_mv |
10.5212/OlharProfr.v.24.17620.070 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://revistas.uepg.br/index.php/olhardeprofessor/article/view/17620/209209214450 https://revistas.uepg.br/index.php/olhardeprofessor/article/view/17620/209209215627 https://revistas.uepg.br/index.php/olhardeprofessor/article/view/17620/209209215628 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2021 Flávia Burdzinski de Souza, Queila Almeida Vasconcelos, Roberta Schmith info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2021 Flávia Burdzinski de Souza, Queila Almeida Vasconcelos, Roberta Schmith |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf text/xml application/zip |
dc.publisher.none.fl_str_mv |
Editora UEPG |
publisher.none.fl_str_mv |
Editora UEPG |
dc.source.none.fl_str_mv |
Olhar de Professor; Bd. 24 (2021): Publicação Contínua; 1-23 Olhar de Professor; Vol. 24 (2021): Continuous Publishing; 1-23 Olhar de Professor; Vol. 24 (2021): Publicación Continua; 1-23 Olhar de Professor; Vol. 24 (2021): Publicação Contínua; 1-23 Olhar de Professor; v. 24 (2021): Publicação Contínua; 1-23 1984-0187 1518-5648 reponame:Olhar de Professor (Online) instname:Universidade Estadual de Ponta Grossa (UEPG) instacron:UEPG |
instname_str |
Universidade Estadual de Ponta Grossa (UEPG) |
instacron_str |
UEPG |
institution |
UEPG |
reponame_str |
Olhar de Professor (Online) |
collection |
Olhar de Professor (Online) |
repository.name.fl_str_mv |
Olhar de Professor (Online) - Universidade Estadual de Ponta Grossa (UEPG) |
repository.mail.fl_str_mv |
olhardeprofessor@uepg.br|| |
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1797053497587269632 |